'Gentlemen: Your School Committee, in making
their annual Keport, are required to make a detailed
statement of the condition of the several schools in town.
Before proceeding to this duty, however, it may be
proper to mention a change which has occurred in
the Committee during the year. Hev. Robert Carver,
who was elected to the office at the commencement
of the year, after having served for about half the
term, removed from the town; and the vacancy occa-
sioned by his resignation was filled, according to the
provisions of law, by the election of Rev. Wm. Read.
DISTRICT NO. 1.
Number of persons in the district between the ages of 5 and 15
are 43. Amount of money appropriated to the district— $165,93.
Prudential Committee — Braddock Field.
Summer Term. Teacher — Miss Elizabeth H. God-
frey, of Norton. Number of scholars attending school
45; Average attendance 38; Length of school 2 1-2
months; Amount of pay received by the teacher, in-
cluding board, $45.
This has been a very pleasant and profitable term
of school. Miss Godfrey possesses qualifications for
teaching which can hardly fail of placing her in the
front rank of her profession. In the management of
the school, she evinced superior skill and discretion,
and a happy faculty of keeping all pleasantly and
profitably employed during study hours. This is an
important consideration, and one that is too much over-
looked by those who aspire to become teachers. Good
order prevailed during the school; and it was main-
tallied in so quiet and happy a manner, that each
scholar seemed desirous of contributing his share of
self-government, so necessary for its accomplishment.
It is a matter of regret that the term could not
have been continued, at least, another month.
Winter Term. Teacher — W. M. Copeland. Number
of scholars 52 ; Average attendance 39§-J; Length of
school 3 months; Amount of pay received by teach-
er, including board $107.35.
The average attendance was seriously decreased by
sickness which prevailed extensively among the schol-
ars, towards the close of the term. This necessarily
abridged the usefulness of the school. But the other
members of the Committee deem it but just to say
that, the progress and appearance of the school were
good, sustaining the high reputation which Mr. Cope-
land has achieved, as a teacher, by years of successful
A new school house, or a thorough remodeling of
the old one, we think, is much needed in this district.
DISTRICT NO. 2.
Number of persons in the district between the ages of 5 and 15
are 34. Amount of mone} r appropriated to the district. $142.25.
Prudential Committee — Lorenzo Hall.
Summer Term. Teacher — Miss Sophia A. Townsend,
of Berkley. Whole number of scholars 36; Average
attendance 30; Length of school 3 months; Amount
received by teacher as pay, including board, $60.
Miss Townsend has had considerable experience in
teaching, and we believe also has had the reputation"
of being tolerably successful; and we wish not to de-
tract from the well deserved reputation of any"bne
who engages in the arduous business of teaching.
But in speaking of this school we must say that we
Avere somewhat disappointed in our expectations.
The progress of the school was retarded by inefficien-
cy of discipline. There seemed to be a want of studi-
ousness, and consequently of promptness and anima-
tion, on the part of the scholars, which an energetic
and skilful teacher can dojnuch to obviate.
We are glad, however, to be able to say that the
condition of the school, both as regards order and stu-
dy, was considerably improved during the latter part
of the term; and, at the closing examination, it was
manifest that some progress had been made in all the
branches pursued. Very commendable improvement
was manifested by some of the older scholars, particu-
larly in Arithmetic.
Winter Term. Teachers — Alfred M. Williams, of
Taunton, and Miss Louisa C. Dean, of Easton. Whole
number of scholars in Mr. Williams' school 37; Aver-
age attendance 30-i^-; Length of school 1 month;
Amount of pay received by Mr. Williams $28. Num-
ber of scholars in Miss Dean's school 27; Average at-
tendance 23 -J f; Length of school \\ months; Amount
of pay received by Miss Dean $48.75. Average at-
tendance of both schools 26; Length of schools by
both teachers 2-J months ; Amount received as pay,
by both teachers, including board $76.75.
Mr Williams commenced the term, but failing in
the general management and instruction of the school,
it was thought that a just regard to the interests of
the district, required him to relinquish a task for
which he seemed unsuited. The school was therefore
interrupted for three weeks; when the services of
Miss Dean were secured. Under her admirable sys-
tem of instruction and government, new life was im-
parted to the school, and the remainder of the term
was highly satisfactory. The faithfulness and skill of
Miss Dean are deserving of the highest praise; and
they resulted in success beyond what your Committee
had ventured to expect.
DISTRICT NO. 3.
Number of persons in the district between the ages of 5 and 15
are 51. Amount of money appropriated to the district $186.98.
Prudential Committee — S. H. Bkittian.
Summer Term. Teacher — Miss Sarah H. Phillies, of
Maine. Whole number of scholars 43; Average at-
tendance 36; Length of school 3J months. Amount
recived by teacher as pay, including board $80.50.
Miss Phillips deserves much praise for her fidelity
to the interests of those intrusted to her care. Much
progress was made in the right direction during this
term. The teacher was firm and judicious in her gov-
ernment, affable and winning in her manners, and won
the love of her pupils. May we not hope that her
services may be secured to the school again ?
Winter Term. Teacher — Miss Elizabeth E. Leon-
ard, of Norton. Whole number of scholars 44; Aver-
age attendance 35; Length of school 4 months;
Amount received by teacher as pay, including board
The interest which had been awakened by Miss
Phillips during the summer term, was sustained in the
winter by Miss Leonard, who, during the summer, in
district No. 8, had shown herself a competent and
faithful teacher. The district has been fortunate in
its selection of teachers, and the school is now in a
very prosperous condition. It is a matter of regret
that there are some parents in this district who seem
to undervalue the privileges which are offered in the
district school, without money, to all the children with-
in its limits ; and who allow their children to frequent
the shops, or remain in idleness at home, when they
should be at school.
DISTRICT NO. 4.
Number of persons in the district between the ages of 5 and 15
are 29. Amount of money appropriated to the district $129.10.
Prudential Committee — Adnah Harlow.
Summer Term. Teacher — Mrs. Caroline Andrews.
Whole number of scholars 26; Average attendance
22^; Length of school 2| months; Amount received
by teacher as pay, including board $44.00.
Mrs. Andrews conducted the school to the satisfac-
tion of your Committee, and it is believed her services
were highly acceptable to the district generally. The
progress of the scholars, and the appearance of the
school, were certainly such as not to admit of com-
Winter Term. Teacher — Samuel Jones. Whole
number of scholars 27; Average attendance 23;
Length of school 2 months 16^ days; Amount receiv-
ed by teacher as pay, including board $75.15.
Mr. Jones has been long known as a teacher in this
town, and the other members of your Committee do
not think it necessary to multiply words in his praise.
The school was a successful one. Commendable inter-
est was manifested by the scholars in their studies,
and their labors were rewarded with no small degree
DISTRICT NO. 5.
The number of persons in the district between the ages of 5 and 15
are 52. Amount of money appropriated to the district $189.61.
Prudential Committee — Elisha E. Freeman.
Summer Term. Teacher — Miss Harriet A. Gooding.
The whole number of scholars 51; Average atten-
dance 37^o? Length of school 3 months; Amount re-
ceived by teacher as pay, including board $66.00.
The school made some advancement during the
term, but did not evince sufficient interest and ener-
gy. The teacher manifested a disposition to do what
she could for the success of the school ; but seemed to
lack, to some extent, the qualities necessary to give
a teacher all that promptness and efficiency so desira-
ble at the head of a district school. But perhaps a
still greater obstacle to success existed in a want of
co-operation with the teacher on the part of some of
Winter Term. Teacher — Alvin W. Pierce. Num-
ber of scholars 71; Average attendance 59a ; Length
of school 2f months; Amount received by teacher as
pay, including board $91.00.
Mr. Pierce continued to maintain his usual success
in teaching, and his scholars showed a pleasing inter-
est in their studies. Your Committee were particu-
larly gratified with the attainments of several pupils
in this school.
DISTRICT NO. G.
Number of persons in the district between the ages of 5 and 15
are 37. Amount of money appropriated to the district $150.14.
Prudential Committee — Melvin Leonard.
Summer Term. Teacher — Miss Lucia A. Drake, of
Micldleborough. Whole number of scholars 41; Av-
erage attendance 31; Length of school 3 months;
Amount received by teacher as pay, including board
Miss Drake had a very quiet and orderly school,
and gave general satisfaction.
There seems to have been great irregularity of at-
tendance during the term: the Eegister showing an
average absence of one fourth of the whole number.
The Committee are not aware of any sufficient cause
for so serious a hindrance to the prosperity of the
Winter Term. Teacher — Charles D. Lincoln.
Whole number of scholars 42 ; Average attendance
32 : Length of school 2^\ months ; Amount received
by the teacher as pay, including board, $84.52.
Mr Lincoln had taught in this district previous to
this term. His reputation as a good teacher, is well
established, and in this school he was successful. The
scholars showed commendable effort in the pursuit of
their studies ; and their improvement was considera-
ble ; though it was doubtless less than it would have
been, had not sickness renderd the attendance very
DISTRICT NO. 7.
Whole number of persons in the district between the ages of 5 and
15 are 55. Amount of money appropriated to the district $197.51.
Prudential Committee — C. G. Washburn.
Summer Term. Teacher — Miss Dordana Macomber
of Taunton. Whole number of scholars 72 ; Average
attendance 54; Length of school 3 J months; Amount
received by teacher as pay, including board $89.37.
The Winter Term was also taught by Miss Macom-
ber. Whole number of scholars 71 : Average atten-
dance 52 ; Length of school 3 months; Amount re-
ceived by teacher as pay, including board $94.50.
The Winter term of this school was affected injuri-
ously, like several others in the town, by irregularity
of attendance, resulting from sickness among the pu-
pils. It is also feared that the influence of a few of
the larger scholars, was not so salutary as it should
have been. At best, the school was large, and unaid-
ed by any assistant, the teacher's task was laborious.
The manner in which Miss Macomber acquitted her-
self, considering the circumstances under which she
was placed, was in the highest degree creditable.
With ceaseless industry, untiring patience, and supe-
rior skill, she labored, throughout both terms ; exciting
the admiration of all interested, who are capable of
appreciating the efforts of a, first rale teacher.
Your committee feel it their duty to call attention
to the unsuitableness of the present school house,
for the wants of the district. Without dwelling on
its unfitness, we would suggest that a new house is
urgently needed ; and, when built, it should be provided
with a commodious recitation room, and a liberal sup
ply of black-boards. With the present convenien
cies — or rather inconvemencies — half the money and
energy laid out on the school, annually, is wasted.
DISTRICT NO. 8.
Whole number of persons in the district between the ages of 5 and
15 are 20. Amount of money appropriated to the district $105.42.
Prudential Committee — James S. Leach.
Summer Term* Teacher — Miss Elizabeth E. Leon-
ard, of Norton. Whole number of scholars 18; Aver
age attendance 15 T ^ ; Length of school 2 months-
Amount received by teacher as pay, including board
Miss Leonard made her first attempt at teaching
during this term, and we think that justice requires
us to say that she made a good beginning. It cannot
be expected that, in so short a time, very much can
be accomplished either in acquiring or imparting
Winter Term. Teacher — Miss Maria B. Leonard, of
Norton. Whole number of scholars 25 ; Average at-
tendance 22 ; Length of school 2| months; Amount
recived by teacher as pay, including board $57.75.
Miss Leonard had not had much experience in
teaching, and her success did not meet the expecta-
tions of your Committee. A failure in government,
in this as in most cases, well-nigh resulted in destroy-
ing the usefulness of the school.
Having noticed each school in detail, your Commit-
tee now present the following
STATISTICS OF THE SCHOOLS.
Amount of money raised by the town for the support of schools
during the past year $1200.00.
Income of Massachusetts School Fund 66.94.
Amount of money appropriated for schools 1266.94.
Average appropriation per scholar 3.94.
Number of different scholars, of all ages, in all the public schools
in summer 332.
Number of different scholars, of all ages, in all the public schools
in winter 369.
Average attendance in all the public schools in summer 264.
Average attendance in all the public schools in winter. 289.
Aggregate of months all the public schools have been kept during
the year 46mos. 18 J- days. Making an average of nearly og- months
to each district during the year.
Average wages per month of male teachers $33.12^.
Average wages per month of female teachers 22.0 1 T 6 ^.
To the facts and statistics which have now been
been presented, your Committee desire to add a few
The importance of our public schools, as the means
of affording a good education to the children and youth
of our town, is too obvious, it is believed, to require
pressing on the attention of an intelligent people.
And it is certain that, if such schools are the chief
source of instruction to a large majority of the children
in town ; no pains should be spared in rendering them
as effective as possible. And in this work, the entire
population of the town should unite from feelings of
duty, honor and patriotism. Here is a field of labor
for both sexes, and all classes. The town has some-
thing to do in its corporate capacity, in raising money,
and electing the necessary officers to carry on the
schools in a legal and proper manner. The officers,
when chosen, have important and laborious duties to
perform in their several spheres. No man should
suffer himself to be an incumbent of any office, how-
ever profitless it may be, unless he is willing to dis-
charge the duties of the office in a considerate and
But when every thing; has been done with the ut-
most care, and teachers, as well qualified for their pro-
fession as can be procured, are duly installed in their
schools ; still much remains for parents to do, to ren-
der their efforts in the highest degree successful. It
is not enough that a teacher receives his wages ; he
needs more—lie deserves more ! He ought to be able
to feel that he has the good wishes and affectionate
regards, of all for whom he labors. Children should
be taught, at home, to respect the wishes, and obey
the commands of the teacher.
Parents should see that their children are regular
and punctual in their attendance at school ; for unless
they are, no teacher- can instruct them to advantage.
Irregulaaity of attendance is an actual waste of a por-
tion of the money provided by the town and state, for
educational purposes; andis,notunfrequently, a source
of mortification to the teacher, and dissatisfaction tc
parents. Blame is often thrown upon teachers, which
justly belongs to parents ; for, if scholars arc absent
from school, the teacher cannot be accountable for
their progress in learning.
Again, it is highly desirable that parents should fre-
quently visit the school, as a method of manifesting their
interest, and encouraging both pupils and teacher. Let
parents try this, thoroughly, and they will soon perceive,
by an increase of effort and general improvement in
the school, that the practice is productive of good.
In closing, your Committee would remark that, dur-
ing the past year, the shortness of some of the school
terms, has been a great misfortune ; for it it is easy to
perceive that the last month of a good school, is of a
greater relative value than the first. The brevity of
the terms here mentioned, has arisen from a want of
means sufficient to extend them to a greater length ;
thus showing a necessity for a more liberal appropri-
ation for the support of schools, than was made last
year. It is gratifying to know that an increase of the
appropriation has been voted, for the ensuing year.
It is hoped that every change in the future, like the
one here referred to. may be in the right direction.
All of which is respectfully submitted,
WILLIAM READ, ) School
SAMUEL JONES, I Committee
WILLARD M. COPELAND, j of Raynham.
Raynham, April 5th, 1858.
« ■»■— »-
A true copy — Attest,
HENRY II. CRANE, ) Selectmen of
JOHN D. G. WILLIAMS, ] Raynham.
REPO R T
TOWN OF BAYNHAM,
TQU THE YEAR ENDING APRIL X, lg6§,
REPUBLICAN PRINTING OFFICE,
■ l ' O ', '■ ■■—w^wpiw»—»»M;»^!^wBg«^
REPO R T
TOWN OF EAYNHAM,
POR THE YEAR ENDING APRIL 1, 1865,
BEPUBLICAN PRINTING OFFICE.
We shall now, according to usage and as the law requires,
present some general idea of the state of the schools the past
year, — what has been done in them, what progress they have
made, and shall suggest something necessary to their improve-
ment. We have visited them often, and have almost always
found iher in fcuiiablf' .-tillness and order giving due atten-
tion to their studies and showing proper respect to their
While the far greater portion of the pupils have evidently
advanced in their learning, others in each school have learned
but little, having frequently been absent, as the registers
show ; or their minds have been more on trifling and play
than on their studies, or their talent, if they have any, has not
We have ^or the most part been favored the past year with
efficient and experienced teachers ; who have not failed to ex-
ert themselves in preserving order, showing impartiality in
their instruction, though perhaps taking more pains with the
dull and delinquent; and like the physician who rejoices in
seeing his patient recovering, they have shown no small pleas-
ure when their pupils have well mastered their lessons and
exhibited a good deportment. The school rooms have been
kept in proper temperature, have been timely ventilated, the
floors well swept daily, and habits of neatness and economy
inculcated. What should we expect but that female teachers
would excel in observing the rules of taste and good manners
both by example and precept? The moral training of the
children has not been neglected. The Bible has been daily
read as a devotional exercise, and prayer offered, that the
children might be sensible of their dependence and feel then>
selves under the eye of Omniscience, for without this no ami
able character U rightly formed.
No real failure has occurred in anv of the schools. In the
Summer term of No. 6 there was some dissatisfaction in regard
to some children whose temper probably was not accustomed
to be subdued, and required firmness <»n the part of the
teacher. Several who left, the school in consequence had no-
sufficient cause for it. But a teacher is often blamed for do-
ing her duty, or what parents themselves could not have done
as well. If they who know the peculiar temperament of their
children cannot make them do right, how can they expect a
teacher, who is a stranger to the in r will be able, at once, to
In School No. 7. some boys of this class, not gentle or gal-
lant enough to treat an accomplished and amiable teacher with
respect, were sent out of the school for some days } thus de~
priving themselves of the advantages of school, till by a sense
of shame they might see their error. To expel a boy for
misconduct seems depriving him of the means of learning good
conduct. There should be authority somewhere sufficient to
keep him in school and infuse into him principles of virtue
In District No. 5, some boys at the commencement of the
school were obstreperous and unmannerly, by banging on be-
hind carriages passing, using improper language ; some times
horses were frightened and missiles thrown ; but all this was
soon corrected by the. teacher. We by no means object to
children's sports properly conducted. But bursting out of
school uproarously, so as to excite in travellers a fear for
their horses, is to be corrected both by parents and teachers.
Decency and propriety become children in passing strangers
in the street.
Some parents will scold their children more for offending
against manners than morals. They are mortified at the
rudeness of their child, while they think his deceiving or utter-
ing words bordering on profanity is funny. Some small boys
have been heard to speak profane words at play. They have
doubtless heard older persons use them, and have thought it
brave or courageous to imitate them. These are seeds of de-
pravity, which if not checked in season, will grow and ripen
into bitter fruits, which will cost their parents much sorrow.
These evils are becoming extensive, and require the atten-
tion of all who have the care of children. They must be
taught early. It is culture that makes the wild plant into a
culinary root of great value. It is with masses of people as
it is with individuals. If a school is commenced without
regard to order, it is difficult afterwards to reduce it to that
stillness and system which are necessary to progress in study.
The best governed schools are those which are presided over
without any parade or show of authority. Setting forth many
laws and penalties often provokes resistance, and every states-
man knows that a code of laws that makes large provision for
the suppression of mobs and insurrections, indirectly opens
the way for their existence.
There is much yet to be done by parents and teachers to
subordinate and refine every generation of children as they
arise. When we have brought a school under good discipline,
and its movements are like machinery or military tactics, per-
haps a few crude ones come in and infect a great number with
their evil manners,— the teacher finds it up-hill work to quell
them, and their parents connive at their villainy.
Most failures in schools are attributable to failure in disci-
pline. Teachers are not to excuse themselves by saying it
does not fall within their province to control their children out
of school. The law makes it their duty to regulate their man-
ners in the precincts of the school house as well as within it.
We wish for more vigilance on the part of parents over their
children's deportment in going to, and from school, when the
eye of the teacher cannot be over them : — for what shows to
a passing stranger the civility and refinement of a village more
than the decent deportment of the children in the street. But
if they show off their rudeness by hooting at him or hanging
on to his carriage or throwing stones before his horses, he
cannot but denounce them as half-civilized, and that their school
or family at home is working more for stratagems, outbreaks
and collision, than for civilizaiion and refinement.
It has been well said that " where school houses end in
our country there ignorance and rebellion begin," and that
the common school system carried through, would have saved
us from a most direful civil war. But to look for such results
we must see that our schools are of a right character, or they
will lead some to do more mischief than otherwise they would
have done. One said, " let me make the songs which the peo-
ple shall sing, and I will answer for the habits and manners
they will form.'' Much more true is it that they who preside
in our schools and imprint their own image and superscrip-
tion on the minds of children, are answerable for the habits
and manners of future generations.
An experiment is how being tried by the employment of
female teachers through the year. We have had no male
tea. hers the last year, and the year before but one, and yet
we think the order and discipline have been improving.
Schools are governed mote by moral principle than they once
\\ ere ; hence there is less need of flagellations, or physical force.
If our children can have a sensitive conscience awakened they
••an easily be taught to avoid the evil and choose the good,
and we apprehend that this may be effected by female as well
as by male instruction
What boy-human nature requires is refinement of manners,
gentleness, reserve, respect for superiors and proper self re-
spect. Il is allowed that these virtues which go to form the
gentleman are more speedily learned of an amiable, accom-
plished female ; because in her they appear natural and not
overstrained, and are like the sparkling diamond set in a gold-
en encasement : — or as a great writer says," are like apples of
gold in pictures of silver." So much more attracting arc all
excellences in woman than in man that no nature but that
which is fiendish can resist them. It is said a lion in seeing
a woman will not growl so soon as when seeing a man, and
is more easily subdued by her benignant countenance. We
thereto} e think it safe to intrust our schools in which are many
half-grown young men to competent female teachers; — when
especially there is a power behind the teacher greater than
the teacher herself. This power intrusted by the town and
the laws to the School Committee, we intend shall be exer*
cised, when called for, so that whoever resists the power shall
be made to feel that he resists the ordinances of the State
and of God, since " the powers that be are ordained of him. '
Many females in late years have hod greater advantages by
Normal schools and ether institutions than they had twenty
years ago. That they are as capable as young men to gain
the knowledge of school studies is admitted. While so many
young men are called to the war or to enter our manufacto-
ries with an education half finished, it is fortunate lor us that
we have so many young ladies capable of taking the manage-
ment of our schools. Let them have your support by in-
creased wages, which are now urgently demanded and be sus-
tained in their authority, and you will see the happy results.
Some recommend appointing female School Commit; ees. as
they would have more time to attend to the business. As for
our young men, we almost despair of their rising to high at*
tainments in knowledge so as to become teachers. They re-
mindus of the maiden Atalanta in Greek mythology, who hav-
ing outstripped several competitors in the race, at length was
beaten by Meilanion who dropped three golden apples one
after another, which she, turning aside, stopped to take up, and
thus lost the race. So our young men are soon turned aside
by some golden object which has higher attractions than
We have been requested to say who of our teachers have
done the best, that a selection might be made from them to
teach again ; but we have always avoided making invidious
comparisons, or pointing out faults that would injure one's
reputation. But this we can say, that those who have been
employed several terms have gained our confidence, and the
others have acquitted themselves well, and we should not hes-
itate to approve them again. Tt is almost invariably true that
a good teacher's second year is better for her school than her
first, for reasons that are too obvious to mention.
In the eight Districts of this town the average wages of
teachers has been about twenty-seven dollars per month,
making to each teacher for the six months school $162. De-
ducting from this sum the price of board at three dollars a
week, amounting to seventy two dollars, leaves her ninety dol-
lars for the two terms of the year. What a small compensa-
tion for the arduous labors of the school room for that length
of time. It is only $3.75 a week. Girls in the weaving or
spinning rooms of factories receive higher wages. How can
girls afford to spend two or three years at the Normal school
or in some Academy in order to teach for no higher pay ? Is
it the honor of the business that invites them ? We think
that both honor and justice and the increased expenses of
living demand a more generous recompense for teachers.
If male teachers were employed they would require about
a third more wages, and then our schools would be cut down
to about five months a year, unless a greater sum is raised by
Notwithstanding the immense expenses of the war, the
means of education have been well supplied in the State. In
the towns and cities the sums raised for the payment of teach-
ers by voluntary taxation for the year 1863-4 was $1,536,314,
which is $102,299 in advance of the preceding year. This
speaks well for the public schools. By estimate the average
sum for every person between five and fifteen years of age is
$6.25. This town, though it has involved itself in debt about
twenty-five thousand dollars in raising soldiers for the army,
has not diminished its support for schools, nor shortened
their terms. It raises for each child between the age of five
and fifteen years $4.59, which is far more than a medium sum
in the towns of the Commonwealth. Were our eight schools
reduced to six, how much more economically might the same
money be expended, and each school might then be kept at
least seven months in a year. Every teacher and almost ev-
ary parent knows that two terms in a year of three months
each are by no means enough for children under fifteen years to
attend school. During a vacation of three months many a
child loses more than halt he learned the preceding term.
Many are taught little or nothing at home, and when they re-
turn to school after an absence of months, they show the
backward course they have taken.
Considering patriotism as essential to a goc d citizen, we
think that the principles of it should be inculcated in our
schools and at home. It is not enough that children read
patriotic pieces in their school books; oral instructions from
their teachers will make a deeper impression. The character
of the true citizen is early formed. It is in childhood he
should be taught due respect for civil government and the
laws which secure to him protection -of life, liberty and the
pursuit of happiness. Some who were in the schools a few
years ago are now in the army or navy, dealing heavy blows
upon the enemies of our institutions. We trust that those in
a course of training will not be wanting in loyalty, but will
be ready like their predecessors "to contend earnestly for the
faith delivered to our Fathers."
Our chief men have often inculcated the truth that our
government and free institutions are based on the intelligence
and morals of the people ; and Judge Story was accustomed
to say in addressing Grand Juries, that our government is an
experiment of a people who have undertaken to govern them-
selves, and if it proves a failure, many generations will pass
before another people will attempt to renew the experiment.
We are obliged to make the complaint that we have made
before, that there is little good reading in several of our
schools, even among those pupils in whom we should expect
it. The fact is not from want of voice, or suitable books, but
for want of drill or sufficient teaching. The reading is indis-
tinct, rapid or inarticulate, and so confused that a h arer a
few yards distant would not understand half of it.
We had a teacher in the summer who had a class of eight
or ten who at the examination read to the satisfaction and ad-
miration of the visitors. She had taken nn usual pains with
them. You would need no book to follow them to know
what was read. Their reading was distinct, deliberate, not
with overstrained emphasis, not monotonous, free from man-
nerism, and showed animation, letting the sound of eaca word
fall clearly upon the ear of the hearer, especially at the end
of the sentence. Could we not have such natural, easy read-
ing in our schools if the proper teaching was given? We
had thought of taking that class with us from one school to
another, if practicable, to exhibit to other pupils the kind of
reading we wish for, that by example from some of their own
age, as well as by precept from teachers they might know
what good reading is, for the right instruction can be given
only by a good reader.
Prizes of large amount are offered in the Normal schools
iO those who excel in this branch of learning, which has been
so much neglected.
Distinct articulation is the first thing to be attended to ;
then the pitch of the voice; then the spirit and sentiment of
the piece that is read, and common sense and natural tact
must direct the whole performance. We want nothing rhet-
orical or forced or overstrained, or artificial in our children's
reading, but a plain and almost familiar utterance of our
noble English. But instead of this, what do we hear ? A
measured, monotonous drive of sound, as disagreeable and
almost as unintelligible as a foreign language. Few teachers
have considered the requisites of good reading, or if they
have, they have not acted in view of them, cither for want of
resolution or patience. What can more offend good taste or
delicacy of feeling than to hear selections from our best
writers* and orators dishonored and crippled by being badly
In all our schools we have Webster's Dictionary, which
gives the definition of every word in our language, but Wor
cester's is thought to be more full and accurate in giving the
right pronunciation. But it is not sufficient, that either of
them should lie on the desk; it should be often consulted.
Yet what a vast number of words do even the first class
read in their lessons, the meaning of which is uncertain to
them. This is one reason why they read so imperfectly.
We have not a sufficiency in our schools of what may be
termed practical studies. Boys learn to solve questions in
the Arithmetic under the higher rules while they have little
knowledge of the rules applicable to the common business of
life. How few, though it is said they have been through the
Arithmetic, know how to measure a load of wood, whatever
may be its dimensions, or to measure boards, plank or joist,
or find the solid contents of a stick of timber, or measure a
triangular or square field ; or know how to keep accounts in
a proper manner. They have gone over the rules in Green-
leaf, but let them have a new question such as often occurs in
business and they are nonplused. Let teachers endeavor to
supply this defect, that when one leaves the school he may
know how to apply his Arithmetic to some advantage and not
be mortified in seeing an unlettered man measure lumber, or
cast interest with more facility than he can. The books are
designed to be practical, but the pupil fails to see the applica-
tion. He can work Duodecimals from the book with the
author's directions, but when abroad and without book he is
uncertain and perplexed. That is knowledge which one can
command at any time for his own and others' advantage. The
physician studies remedies from books for certain diseases,
but if he cannot recollect aud apply them to the disease he is
treating, his patient suffers and perhaps dies through his ig=
no ranee. So it is win n school learning fails one in the busi-
ness of life.
Iii almoM all our schools there, lias I tin a singing class
who have once a clay sung some suitable hymn led by the
teacher. This practice now so common, though it would
have been quite erratic forty years ago, has its numerous ben-
efits. It brings the children into a better state of mind, by
removing bitterness of temper, and introducing cheerfulness
and elevated sentiments alter wearisome study and confine-
ment. Hence it has become very obvious to teachers, that as-
in nature some of the grandest effeets are produced from
latent and simple causes, so in a school, simply singing a suit-
able hymn, the rule and order of the school are more easily-
sustained. Just as it was when an Eastern king was haunted
by an evil spirit, that is, a vindictive temper, and his minstrel
David played in his presence on a harp, or performed an ora-
torio, the evil spirit departed from the king, and then it was,
that " mercy became the monarch better than his crown." So
it is very likely to be in a group of children. If they delight
to sing together, they are not so likely to indulge in revenge
or malevolence, or plot mischief or stratagems.
Proverbs and patriotic songs have contributed to the for-
mation of national character, and manners. A popular ballad
at a certain period in England, is said to have changed the
political sentiments of the whole nation. Every one knows
how much temperance songs in our day have contributed to
diffuse the principles of temperance through the community.
It is stated in history that the chorals of Luther did as much
for the Reformation as his bold and vehement preaching did.
What is there so stirring to an army going into battle as the
spirited charge of a few words from their leader, and the pa-
triotic songs then on their lips ? If our children are taught
some national airs, they may, in after life, like the Swiss in
foreign lands, shed tears for their country in hearing them
In some of the schools the larger scholars have practiced
writing compositions on familiar and interesting subjects. A
selection of these has usually been read at the examination
greatly to the satisfaction of your committee. This exercise
we strongly recommend, because it teaches the pupil to think,
write and talk correctly. When one undertakes to put his
thoughts upon paper, he revolves them in his mind, studies the
subject he is writing upon, and endeavors to express himself
in proper language. In doing this he will consider the rules
of grammar, of punctuation and correct spelling. Hence a
variety of the branches is brought into the exercise, and what
school study is there which so well shows one's scholarship,
or is so well calculated to improve his genius and bring out
real knowledge. Letter writing is miserably done by many
who have gone through the schools, not only as to penman-
ship, spelling and punctuation, but as to form and style,,
Ought not this deficiency to be remedied at school? Who is
fitted for transacting business, or writing letters, unless he can
write or speak English correctly? It has afforded us much
pleasure to see with what propriety some of our young Miss-
es, and in one or two instances of eight years of age, have
written and read their themes at examination.
The duties devolving on the Prudential Committee are not
numerous, but very essential to the interests of the school*
They have the charge of the school house, are required to
keep it in good repair, not out of the school money, but from
means supplied by the District. They may however employ
a boy and pay him from the school money to build a fire.
The Prudential Committee in some few instances have omit-
ted some things which should have been done : for instance,
letting an out-building very necessary to the school lie in a
horizontal position, thrown down by the wind or other means,
and leaving a hole large enough for a boy to crawl through
fn the partition between the entry and school r v om; and in
one school a yard of plastering off and falling from the ceiling,
endangering one's head. We hold that neatness and tidiness
in buildings and fences should be inculcated on children.
All which is respectfully submitted.
E. Sanford, ) q , .
Geo. G. Pebkiks. <„ &cho ,°'
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ated to each
TOWN OF RAYNHAM
For the Year ending April 1st 1866
C A HACK & SON PRINTERS
'N OF RAYNHAM
For the I ear ending April 1st 1866
C A HACK & SON PRINTERS
By the General Statutes of the Commonwealth, it is
required that the School Committee shall annually make
a detailed report of the condition of the several public
schools, which report shall contain such statements and
suggestions in relation to the schools as the committee
shall judge to be necessary, and proper to promote the in-
The School Committee of Raynham in compliance with
the duty imposed upon them, respectfully submit the fol-
The past year in most of our schools has been one
of progress, in some cases of very marked and grati-
fying progress in the various branches of study. In all
the districts the teachers have earnestly striven to do their
duty to the pupils, and the town, and if any have not
succeeded to the full extent of their desires, and that of
the committee, the fault of partial, or serious failure is by
no means to be charged to the teacher alone. In some
cases very serious obstacles have had to be met and strug-
gled with, — obstacles which but few teachers could over-
come. Your Committee will allude to some of these fun-
damental hindrances before closing their report. It gives
your committee great pleasure to state that the last exam-
inations just now closed, were in the majority of cases a de-
cided advance upon any we have witnessed for some
time past, evincing able, faithful, unwearied, and successful
effort on the part of the teachers, and a highly to be com-
mended diligence, on the part of the scholars. Though
much progress has been made in some quarters, there rem-
ains still a very broad margin for improvment, ere we can
congratulate ourselves upon possessing model schools;
but we are sure this ground can be attained in Raynham
as well as elsewhere if all those upon whom the responsi-
bility rests will but duly consider the matter, and work
harmoniously and perseveringly together. The school
committee, prudential committee, parents, and teachers
should be a unit in this great and fundamental work,
which underlies the highest good of the youth and chil-
dren of the town, state and nation. But these elements
are not harmoniously combined here, and perhaps it is a
consummation not to be fully realized anywhere at pres-
ent ; but where it shall be, either in this town or any other,
we shall have results of the most gratifying nature. Such
a union every good citizen, every philanthropic, patriot-
ic and christian heart will desire with all desire, and la-
bour thoroughly to promote. Union here will be strength,
and that strength will be so applied as to ensure complete
success. In district No. i we have had a partial exem-
plification of the truth of these remarks, and also in dis-
trict No. 3. These schools, under their excellent, accom-
plished, and indefatigable teachers, Miss Elvira Wood,
and Miss Marietta A. Skinner, in union with the efforts
of parents and the school committee, have steadily im-
proved, each term witnessing an advance upon the for-
mer, until they now rank among our best schools. Here
too we have realized the benefit of permanency in regard
to teachers. They have not been changed at the close
of every term, but these districts have had the good judg-
ment when they have secured a good teacher to hold on
to her as long, as possible, and thus they have secured a
steady advance. But universally where the system of
changing the teacher at the close of each term, to gratify
the whims, caprices, and prejudices of one or two very
unreasonable persons, has prevailed, there the school and
the town have suffered, and money has been spent to but
little advantage comparatively — the due equivalent is not
returned in the solid improvement of every parent's child.
One of the greatest losses to a town which your commit-
tee can contemplate, is the removal from it of accomplish-
ed and successful teachers, like those above referred to.
And it is with sorrow that they are called to contemplate
their removal from our midst. They will leave us with
the hearty regrets of many, with the unqualified appro-
bation of your committee, and with the consciousness
that they "fought a good fight," and won the victory.
May the Great Teacher ever be with them, and lead them
into the green pastures of his truth, and feed them with
the hidden manna." While some of our schools have
proved the advantage of the continuance of good teach-
ers, others have demonstrated the ruinous policy of fre-
quent removals. It is not in the power of even a good
teacher to accomplish much for a school in a single term.
It takes the whole of that time for the teacher to get ac-
quainted with the school, and to bring its various schol-
ars into a proper classification, and for the scholars to get
acquainted with her, and used to her methods. The sec-
ond term is worth twice the first, and the third, and
fourth, and so on, are ever increasing in value! But
change your teachers each term, and it is almost impos-
sible for that school to make a steady progress, and arrive
at a high grade,-— to fulfill the just expectations of the
parents and to accomplish at all the end aimed at by an
intelligent and competent school and prudential commit-
District No. 8 has suffered from the too frequent
change of teachers above alluded to, but under the effi-
cient teaching and discipline of its present teacher, it has
in part retrieved its lost position.
District No. 2 has passed through a series of embar-
rassments which almost any teacher would find it difficult
to surmount in a single term. This school has had three
different teachers in three successive terms, and, as we
might suppose, the discipline and progress of the school
has greatly suffered. There has also been a sad want of
parental co-operation and sympathy with the teacher.
The firing apparatus has been in a sad condition so that
the pupils have been subjected to both cold and smoke,
and to an atmosphere in which no child could efficiently
study, or teacher teach. We do not censure the teacher
for these things, but have a profound sympathy for one
thus circumstanced. For a variety of reasons, satisfacto-
ry to the committee, this school was closed on Friday,
Jan. 19th. It was re-opened after a week's intermission
by the earnest request of a portion of the parents, and
the pledge that they would sustain the teacher. We are
happy to say that the latter part of the term has been a
decided improvement upon the former portion. The
register tells the story in part.
District No. 4. — This school too has suffered from a
too frequent change of teachers, but through the past term
has been taught by an accomplished teacher. One thing-
wanting in this school however, as well as in some others,
has been a manifest lack of energy and decision. We
hope to see these schools take a high rank yet.
District No. 5. — This district has also been depreci-
ated from the too frequent change of teachers, but it has
possessed the advantage of having had very efficient and
successful teachers, and the extensive sympathy and co-
operation of the parents of the pupils. The term just
closed has evinced progress very gratifying in almost all
the branches of study, and with the same teacher for oth-
er terms, we doubt not it will advance to a much higher
District No. 7.- — This is the largest school in town,
and the most poorly accomodated with a school-house
and other appliances to assist a teacher with such a charge.
We fear too, there has been but little cordial co-operation
on the part of parents. The school has, however, made
some progress under great disadvantage. When the dis-
trict shall provide a suitable school building and other
necessary appliances for a successful school, their children
will reap abundant advantages.
District No. 6, — -We are gratified to state that there
has been a steady progress in this school, and that, but
for the indifference of parents it might have attained a
much higher rank. In scarcely any school in town has
there been such a lamentable want in this connection as
in this. We hope parents in this district will seriously
ponder this matter, and be determined to sustain nobly
their teacher, and take a just pride in having their school
raised to a high rank. It can be done, — there is all the
material for it in the district. Let all the districts be de-
termined, be fully determined to begin a new and aspir-
ing era with the next term, and then we are assured no
district will spend its money and labor for that which
satisfieth not, but will reap an abundant harvest from the
REMARKS, SUGGESTIONS, &c.
It would be impossible for your committee to impress
upon the minds of parents too deep a sense of their re-
sponsibility in connection with our schools. If it be im-
portant to the success of a school that we should have a
live and thoroughly accomplished and qualified teacher,
and live scholars who will work with all their might, be-
ing animated and inspired by the rare qualities of their
teacher, it is no less important to a good school,that it should
have the hearty co-operation of the parents. The teach-
er should be sustained by every parent, in her plans, dis-
cipline and endeavors, unless they are palpably wrong.
They should be forbearing and patient, slow to judge and
condemn a teacher until they have ascertained the facts
in the case. Parental intermeddling and obtrusive inter-
ference has ruined hundreds of schools. The position of
a teacher is one which involves great responsibilities, is
beset with many perplexities, is surrounded with great
obstacles, and is, for a great variety of reasons, one of the
most difficult in which to give universal satisfaction; there-
fore parents should give teachers their sympathy and cor-
dial support; should not hastily condemn them and speak
ill of them in the presence of their children. Kind
words and words of sympathy, spoken at home, will take
a strong hold upon the children's hearts. A just recip-
rocation on the part of parents, of a teacher's efforts,
will not only enhearten a good and faithful teacher, but
will eventuate in the greatest advantage of the children.
From the family are the issues of all good or evil, success
or defeat. The maintenance of good family government
at home will ensure good scholars at school. But where
the children govern at home they will be the most insub-
ordinate and disorderly pupils in school, and the parents
who maintain no family government w T ill be the most ca-
pricious and unreasonable in their treatment and judg-
ment of a teacher. It has been justly said "that a large
proportion of the punishments inflicted on children at
school would justly fall upon the parents, whose neglect,
or ignorance of what constitutes a parent's duty, has en-
tailed upon the child perverse and disrespectful habits.
Says Gen. N. P. Banks, — "Above all, and more impor-
tant than all, are the true principles of home government,
the foundation of all government, without which there is
no stability, nor material wealth, nor permanent prosperi-
ty." Another eminent writer has said, — "parents are
the protectors of families and states ; of state and family
interests largely considered and beautifully combined.''
Parents who acknowledge the truth of these sentiments
and act harmoniously, reap a sure and abundant reward in
the progress in knowledge, piety, and good conduct of
their children. " Home is earth's first greatest school."
It does, or leaves undone, more than all other schools to
make the child an angel or a demon.
But how can parents co-operate and render efficient the
labor of their teacher for their children ?
ist, Govern your child well at home. Teach him
the principles of obedience; the habit of bowing to duty;
of subjecting his will to the authority of the proper guide;
of yielding his heart up to the eternal, unchangeable rule
of right. This is the germ of all future good, — the first
lesson in obedience to God.
2d, Train your child so as to ensure health, activity
and vigor of body ; fill his mind with virtuous principles;
above all subject him to good habits.
3d, Be deeply solicitous that your child should be well
instructed at school ; that he possesses the general knowl-
edge which is necessary to enable him to discharge the
duties which rest upon him as a member of society ; that
he possesses that particular knowledge which may fit him
to pursue his profession in life with success ; and that intel-
lectual discipline which results in what is called a well
4th, Let it be a fixed principle with you that your child
shall be punctual and constant at school. The evils of
the opposite cannot be described.
5th, Cultivate the most friendly feelings towards, and
intercourse with the teacher of your beloved children ;
and at home, honor the teacher, and bring your children
to do the same, by all your words and actions in reler-
ence to her in their presence and hearing.
6th, Sustain the teacher s authority. This every teach-
er has a right to demand and expect. If you do not do
this then you have no ground for complaint, that she does
not maintain authority, or govern her school well.
7th, Visit your school often, take your work with you
and spend a few hours frequently where your chil-
dren are being trained. Our school registers tell a sad
tale in this respect. Never, if possible, be absent from
8th, Be exceedingly cautious lest through parental par-
tiality, you condemn the teacher upon the complaints of
your children, of harshness, partiality, or ill-treatment
Ever bear in mind the general rule, that the presump-
tion is, the teacher is right, and the pupil is wrong, or at
any rate, that the child has been guilty of some misde-
meanor, or fault.
9th. Study to appreciate the great advantages which
our common schools afford your children. Natural af-
fection, humanity, patriotism, and the entire current of di-
vine teaching, cry out against, and denounce the outrage
of leaving children without that knowledge, that intellec-
tual and moral training which can alone fit them for the
proper conduct of life.
10th. Do all in your power to encourage your child-
ren in their studies. Inquire of them frequently how they
are getting along, and ascertain what progress they are
making. Inquire of the teacher also. Kind words to
the teacher will not be amiss at times.
Again, your committee would recommend the greatest
care in the selection of teachers. This is emphatic-
ally one of the most responsible and important duties
connected with our school system. And yet where the
district system prevails, in nine cases out of ten, it is put
into the hands of persons who are either indifferent, or
totally disqualified, and the consequence is that in many
cases disqualified teachers are presented to the school
committee for approbation, and they must be approbated
or the committee are liable to every charge which a dis-
appointed and incensed prudential committee man can
invent. And if the teacher presented is permitted to
commence the school, but it is found for some reasons she
cannot successfully teach, or govern the school, she must
not be removed by the committee, but suffered to go on,
and teach at the will of the prudential committee man.
Now it is hard to make the school committee responsible
for the welfare of the schools under such a system of
things as this. Many prudential committee men possess
not the first qualification for the responsible and funda-
mental work of selecting teachers ; they are not chosen
with respect to their qualifications, and hence we can see
how poor teachers are so apt to get employment. Many
of the prudential committee men in our towns seldom
visit a school during the term of office. With our knowl-
edge and experience, it is clear to us that those who su-
perintend and direct the schools and are responsible for
their success, — who know the teachers, and accept or
reject them, should also employ them.
Your committee would say a few words relative to the
moral training received in common schools.
It has been truly said by an eminent writer " that in
our attempts to legislate all sectarianism out of our
schools, we have legislated all religion out of them."
We have given too much reason for the taunt of the
Pope of Rome, and his clergy, viz : — that our schools are
godless schools. The State of Massachusetts has not
been delinquent in the matter however. In her revised
statutes she has reiterated and endorsed a good old stat-
ute of the ancient puritan commonwealth, making it an
imperative duty of the teachers, on all suitable occasions,
to inculcate "the principles of piety and justice, and a sacred
regard to truth ; love of their country, humanity and uni-
versal benevolence; sobriety, industry and frugality ; chas-
tity, moderation and temperance ; and those other virtues
which are the ornament of human society, and the basis
upon which a republican constitution is founded; and it
shall be the duty of such instructors to endeavor to lead
their pupils, as their ages and capacities will admit, into
a clear understanding of the tendency of the above nam-
ed virtues to preserve and perfect a republican constitu-
tion, and secure the blessings of liberty as well as pro-
mote their future happiness ; and also to point out to
them the evil tendnecy of the opposite vices." Thus our
beloved and honored old commonwealth in part provides.
The daily reading of the Scriptures and the offering of the
Lord's prayer, or some other, as by law required also in
our school, will accomplish but little alone to secure the
sublime purposes contemplated by our benevolent state
legislation. Avoiding all mere sectarian teaching
(which is contrary to law,) our children in all our schools
should be assiduously trained into the possession of a deep
and realizing sense of their moral obligations, — their ob-
ligation to be prompt, punctual, and constant in their at-
tendance, correct in deportment, truthful, kind, forbearing
toward each other, — examples of justice and injustice, be-
nevolence and hatred, love and selfishness, forgiveness,
mercy, discretion, pity and patience, cheerfulness, fidelity,
magnanimity, prudence, courage, self-government, patri-
otism, perseverance, industry, order and neatness, and the
duties of citizenship, and such like, should be presented
to their minds intelligibly for their imitation or avoidance.
Acts fundamentally wrong should never be treated as
simply transgressions of laws instituted for convenience
and decorum ; but the higher, the moral nature of the
child should be appealed to, and the conviction secured
that all actions are subject to the inspection and judge-
ment of a higher power. Says Horace Mann, fist An,
Report Board of Education,) — "Teachers address them-
selves to the culture of the intellect mainly. The £ict
that children have moral, natural and social affections,
then in the most rapid state of development, is scarcely
recognized. One page of the daily manual teaches the
power of commas ; another the spelling of words ; an-
other the rules of cadence and emphasis ; but the pages
are missing which teach the laws of forbearance under
injury, of sympathy with misfortune, of impartiality in our
judgments of men, of love and fidelity to truth ; of the
everduring relations of men, in domestic life, in the
organized government, and of stranger to stranger. How
can it be expected that such cultivation will scatter seeds
so that, in the language of Scripture, "instead of the thorn
shall come tip the fir tree^ and instead of the brier shall
come up the myrtle tree}" If such be the general condi-
tion of the schools, is it a matter of surprise that we see
lads and young men thickly springing up in the midst of
us, who startle at the mispronunciation of a word, as though
they were personally injured, but can hear volleys of pro-
fanity unmoved, who put on arrogant airs of superior
breeding, or sneer with contempt at cases of false spell-
ing or grammar, but can witness spectacles of drunken-
ness in the street with entire composure ? Such eleva-
tion of the subordinate, such casting down of the su-
preme, in the education of children is incompatible with
all that is worthy to be called the prosperity of their man-
hood. The moral universe is constructed on principles
not admissive of welfare under such an administration of
its laws. In such early habits there is a gravitation and
proclivity to ultimate downfall and ruin. If persevered
in, the consummation of a peoples destiny may be still a
question of time, but it ceases to be one of certainty.
To avert the catastrophe we must look to a change in our
own measures, not to a repeal or suspension of the ordi-
nances of nature. These, as they were originally framed
in wisdom, need no amendment. Whoever wishes for a
change in effects, without a corresponding change in
causes, wishes for a violation of nature's laws. He pro-
poses as a remedy for the folly of men, an abrogation of
the wisdom of God in providence." We can never make
our schools what they are capable of being, and ought to
be, until the statute laws of the commonweath having ref-
erence to the moral discipline and government of the
same, are more faithfully, and wisely executed. Our
teachers may have much learning, the most desirable
personal appearance, a mild, gentle and amiable disposi-
tion, "so amiable and gentle that they may smile, and
smile and be insulted" to their face daily. It may be very
pretty to talk of "those plastic natures which yield like
wax to the impress of soft persuasion". But every judi-
cious parent and teacher knows that foolishness is bound
up in the heart of a child, and (sometimes) needs the
rod of correction to drive it far from him." Children
must learn that there is a power enthroned in their teach-
er which they are bound to respect. There must be the
application of law to the mind, and the conscience.
And law is, "that rational thing by which a free agent is
bound to regulate his actions," whether the law be human
or divine. The fundamental idea of rightful authority,
and implicit obedience must be taught and enforced in
our schools. Never was there a period in the history of
our State, and of our community when our school chil-
dren and youth had greater need to understand, "that al-
most obsolete imperative, obey.*' Every school should
be governed by a few simple and clearly defined laws,
but fixed, and inflexible, and every infringment properly
punished. That parent, or teacher has performed a sub-
lime work and well entitled himself a great benefactor of
his age, who has brought the immortal minds subject to
his charge into cordial subordination to law, human or
divine. It is beautiful by human science to prepare the
mind for usefulness on earth ; it is sublime and godlike.
by lessons of divine truth, to prepare the enfranchised
soul for the enjoyment of eternal happiness in the bosom
of its Father, and its God. But these two things should
never be separated. Both the intellectual and moral na-
ture of man must be educated together bv all the means.
and appliances with which we are furnished as parents,
and teachers. And let us never forget that the most ef-
ficient modes of impressing a child with the importance
of any thing is. for a parent, or teacher to let him distinct-
ly see, by his own looks, words, and conduct, that he sets
a high value upon it.
WM. J. BREED, I
SAMUEL JONES, ) n
^ ^ r^^„r\.^ ( Committee.
E. B. TOWNE. \
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No. Schi lars
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.Not ahsent a day
to each District.
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